write on! making writing fun, manageable and purposeful using differentiation in the english...
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Write on!Write on!Making writing fun, manageable and purposeful using differentiation in the
English Classroom
Amanda PortnerTeacher Specialist for English/Language Arts, 6-12
Friday, March 14, 2008
What’s the plan for today?What’s the plan for today?
Participants will be: Reviewing ways to differentiate writing Pre-writing, drafting a BCR and
revising BCR into an ECR Organizing writing folders and
Daybooks Working in differentiated writing
groups Planning ways to assist teachers“Write down the thoughts of the moment.
Those that come unsought for are commonly the most valuable.” -Francis Bacon
Differentiation in the writing classroom Differentiation in the writing classroom requires a few important things….requires a few important things….
Organization Structure and Routine Expectations and Consequences
Keen Awareness of students
Truthful Reflection
Organization is personalOrganization is personal How can this work for me? What do I want to drag home to
grade? What’s my style - filer or piler? What can I honestly manage? What are my weaknesses? How do I
address them? What organizational process works
with my students and my school’s systems or norms already in existence?“The wastebasket is a writer’s best friend.” – Isaac Bashevis Singer
Structure and Routine, Structure and Routine, Inc.Inc.
My Writing Folder Structure First pocket folder from me was Free
(I bought pocket folders for 10 cents in primary colors)
Color coded by class/section Stayed in classroom ALL finalized student writing goes in
folder ALL paperwork goes in the folder -
Rubrics, handouts, revision checklists, table of contents, directions, prompts
Clean out needs – based on class: independently, during writing conferences, as a whole group, etc
Structure and Routine, Structure and Routine, Inc.Inc.
My Daybook structure: Composition Book or Spiral (I bought
them if I found them cheap – if not, students brought their own)
ALL pre-writing, brainstorming, note-taking goes in Daybook
Scored at random – when needed, to create dialogue and relationship
Place to take risks and try new things Great way to model how to write the
world around us
Student Expectations and Student Expectations and Consequences Consequences (explicitly taught!)(explicitly taught!)
Writing Experiment Keep EVERY Draft Independent means
just that Build Stamina
through practice Appropriate Open for suggestion
Group work Maintain self-
control Revision is help Others’ opinions
matter Listen Fair is Not equal Yes, that group may
have something different
“Every writer I know has trouble writing.” – Joseph Heller
Daybook Instructions Daybook Instructions (see (see Forest GreenForest Green Sheet)Sheet)
SAFE FUN• Please do not write anything that I should not know. There are some things that should remain confidential – PERIOD!• I will maintain your confidentiality and privacy, but some topics (drugs, abuse, criminal activity, violence, suicide, etc) will NEED TO BE REPORTED to school/police authorities according to State Law. I am mandated to report information or I will lose my job.• If this is your cry for help, know that I will start procedures to get help for you!
Write the world around you – quotes, ideas, things you hear, like, love, makes you think
Clip things and paste them inside – inspiration comes from all over – fortune cookies, newspapers, brochures, posters – keep it for later use
Write daily at home – 1 sentence, a phrase, a page, 4 pages, whatever might be on your mind
Know your students as writers Know your students as writers and as peopleand as people
Writing Samples – Day 1 assignment Writing Surveys (several times a
year – see Forest Green sample) Call home to say Hi – listen! Observe students write cold
assignments – take notes Wander into their space – locker
times, hallways, cafeteria, before school hang out places (just don’t touch anything )
Use data points from previous classes
Keep knowing them – they’re constantly changing!
Differentiation Writing Differentiation Writing Charts to the rescue!Charts to the rescue!
Authors / Names
Sweet Scribes
Jobs that Jot
Primary Pens
Escape Elaborators
Place students based on:
Ability Levels or Need
Genre Affinity or Strengths
Revision Groups – Mix of Ability and Leaders or Worker Bees
Workshop or Remediation – Advanced students work on self-selected pieces, struggling writers work on remedial skills or areas of need
Tips: Change Chart at least once per termCirculate to neediest group first, but get to all groupsMake it clear that not all groups have same tasks/items/requirementsAllow students to pick elements of chart Post charts in room – for your sanity – make point charts or seat charts that correspond with differentiation chartAnalyze group dynamics and needs frequently
Let’s Move to our Pre-writing Let’s Move to our Pre-writing TaskTask
Find your name on the LIME GREEN differentiation chart
Head to your Candy group – identified by candy on table groups Snickers M & Ms Milky Ways Reese Cups Hershey Kisses
Quickly reintroduce yourself to the folks in your group
Directions for our Directions for our Pre-writing TaskPre-writing Task
Find your candy group folder Distribute and read the
writing directions Examine your models Take a moment to think You have 10 minutes to get as
much done as possible Go to it!
Differentiation by Writing Differentiation by Writing Needs or AbilitiesNeeds or Abilities
See Hot Pink Sheet in packet Which group was the struggling
group? Tasks look similar Time constraints are class-wide Neediest group gets first attention,
then circle around Options for students to continue on
with task, no down time! Pre-writing task leads to BCRs and
ECRs
Pre-writing, meet BCR…Pre-writing, meet BCR…
This should/could be a complete reading lesson
Today’s presentation is about WRITING differentiation, but could you also differentiate for reading needs? Absolutely! How?
Tackle what we can each day
So, our BCR Task for today…So, our BCR Task for today…
Let’s read “Where I’m From” by George Ella Lyon
Make a list of potential themes that might fit this poem
Let’s choose a theme as a group Then, respond to this BCR prompt:
Analyze the language choices in “Where I’m From” and how they create the theme of the text. LA.E10.10.03b
Take 7 minutes to respond – we’ll share before moving on
A BCR’s start…A BCR’s start…
Lyon expresses the theme of how our past can teach us great things through her language and phrase selection in the poem “Where I’m From.” In the line “a sift of lost faces to drift beneath my dreams” we learn that our ancestors impact our lives and the creation of our selves as we grow. My grandmother’s smiling face is something that gets me through the toughest times in my own life……..
Leading us to Our ECR Leading us to Our ECR Task… Task…
Review the genre differentiation tasks on the Hot Pink sheet
Provide models for students using different genres early on
ECR rubric stays the same – could review expectations as a class quickly (see BLUE rubrics)
Again – revisit the writing process before beginning – kids need it at all grade levels!
Leading us to Our ECR Leading us to Our ECR Task… Task…
How could our BCR responses hold value as prewriting tools for our ECR prompt?(theme, word choice, provocative images, etc)
What would be the first steps in developing our Writing Territories and/or BCR pieces into our selected ECR prompt? Might need a mini-lesson as a class.
What needs to occur prior to drafting?
Drafting Time for Today’s Drafting Time for Today’s ECRECR
Choose the genre you will address today from the sheet – Jobs that Jot column on LIME GREEN differentiation sheet
Refer to your pre-writing and BCR prompt for potential ideas started there
We’ll use a 4-2-3 draft time 4 minutes of SILENT writing 2 talk minutes to chat, share, ask questions,
check in with neighbors 3 minutes of SILENT continued writing
Drafts will not be completed today, but opening paragraphs should certainly be done at the end of draft time
It’s the Write Time for It’s the Write Time for DraftingDrafting
Builds student stamina Forces them to start
independently
Times vary based on depth of prompt and day’s mood or behavior
Encourages social animals () to be social appropriately
USE A TIMER Non-negotiable! Keeps you and class
on track Provides an audible
cue for smooth transitions
Teaches a needed strength for time awareness in testing situations
Wean them off the timer through the year
Revision OptionsRevision Options
Primary Pens group serve as revision groups (LIME GREEN diff.
sheet) Partners within color - labeled
with an A or B Mix of grammar /LU mavens and
novices ALWAYS have a checklist for
student use – with points attached Helps checking load – at least
someone else has seen it
Managing the Writing Managing the Writing LoadLoad
Use peer checkers for revision and review – even one set of eyes helps!
Use small rubrics (4 to a page) and highlight areas of weakness – staple to student drafts
Use highlighters when drafting – from a classroom away you can see what’s missing!
Religiously maintain a folder table of contents per class – keep posted
Managing the Writing Load, Managing the Writing Load, pt 2pt 2
Use 10-30 minutes on strange days (assemblies, club days, 2 hour delays, etc) to maintain and catch up on folders or Daybooks
Rotate through a series of activities, reading, BCRing, Drafting, Editing, Folder Checking, Daybook Maintenance, etc, as part of lesson
Set up a ‘checking’ or ‘take home’ schedule – Mon = green folders, Tues = blue folders, etc
Managing the Writing Load, Managing the Writing Load, reprievereprieve
Provide feedback DURING writing, not AFTER – use your own system during writing – stickers, stamps, highlights, initials – you’ll know you’ve been there as you start to check finals
Don’t go crazy with “RE-do” work, allow students to maintain and turn in their own revisions for grade improvements – if they want the grade, they’ll do it
Managing the Writing Load, Managing the Writing Load, last one, I promise!last one, I promise!
Let it go. No, really, let it go! Bleed all over a few papers early on, but then resist!
Use feedback where it COUNTS in Daybooks to make relationships and
to set tone that you ARE checking in early drafts to build confidence in tough prompts to teach and train not all pieces need volumes of feedback not all students need the same
feedback on the same assignments
You might not be Alone! You might not be Alone! Monocacy
MS
Carol Mangan
Meredith Welty
Linda Kulp
Urbana MS
Lisa Kennedy
Holly Troy
Leslie Pearre
Middletown MS
Jennifer Casey
Nena Allevato
Katie McErlean
West Fred MS
Linda Richardson
New Market MS
Pauline Morrison
Brunswick MS
Tina Cole
Adrena Sheppard
Ballenger Creek
Kristie Callahan
Walkersville MS Cindy Nevin
Heather Ridge
Katie MacLaughlin
You might not be Alone! You might not be Alone! Tuscarora
HS
Linda Henry
Anne Rowley
Walkersville HS
Peggy Cosley
Becky Reickel
Rebecca Pack
John VanBloem
Catoctin HS
Angelique Merkson
Katherine Edwards
Jen Hosey
Linganore HS
Beth Sands
Brian Matthews
Jane McKenzie
TJHS
Mary Lillie Monti
Tammy Middleton
Matt Wehr
Urbana HS
Stephen Ward
Cindy Garagiola
Del Hayes
Frederick HS
Carol Pecora
Erik Englestatter
Cathy Stup
Middletown HS
Kelly Headley
Today’s MissionToday’s MissionLook at the grade level prompts on the
back of the ORANGE sheet How could you:
Help teachers differentiate with tasks/prompts? Connect/use BCRs as pre-writing for ECRs? Share these strategies with teachers in your building? Become a writing coach too? Ask for help?
Take time to respond and plan – be prepared to share back with the group
In ConclusionIn Conclusion
Handouts and Power point copies
Thoughts for your own school practice
Questions? Reflections
